DITL Skenaario 6 valmis — Transcript

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1. 0:00In the next scenario, you will be introduced to the world of remote teaching, which of course brings a new spice to teaching by not being in the same room as the students.
2. 0:12Let's imagine a situation where you, as a teacher, are giving remote teaching to a group of about 20 students.
3. 0:18This session involves more teacher-led teaching and small group work in Zoom in small groups.
4. 0:24During this teacher-led part, it seems a bit challenging to make contact with the students, as no one has their cameras on.
5. 0:31It's a bit challenging to get a sense of what's going on behind the black boxes, and it's also not terribly easy to get questions answered, nor to get students to ask questions.
6. 0:40During the small group work, it is a bit of a challenge to get a sense of what is going on in the small groups, and somehow maybe it seems challenging to get in touch with these students at all.
7. 0:50Next, think about whether you might have been in the role of a teacher in such a situation, or, for example, a student in a similar situation.
8. 0:57Once again, stop the video at this point and write down your own thoughts in the task sheet and then move on with this video.
9. 1:07We have a lot of digital tools available in higher education that can help to increase flexibility in teaching and guidance.
10. 1:17The social nature of learning means that interaction is of huge importance and advanced tools are constantly bringing more opportunities for this.
11. 1:28But in remote teaching, for example, those challenges are often related to interaction, and it may be that that's what this example was about.
12. 1:41A little bit of background, so actually adding flexibility to learning has been one of the most identified opportunities for digital pedagogy from the beginning.
13. 1:52Already in the 1990s there were online courses, and then there were opportunities for asynchronous learning.
14. 2:02in the 21st century, there was a growing need to offer learning both synchronously and asynchronously, i.e. irrespective of time and place.
15. 2:13The last 20 to 30 years have been a period of digital pedagogical development, with a tremendous development of learning environments and a lot of research.
16. 2:28During the Korona period, the use of digital tools in higher education became more widespread and new ways of organising teaching were developed.
17. 2:37We now have different forms of teaching with different aspects of interaction.
18. 2:46So let's go through the different types of teaching and see what kind of things you should consider when you're designing your teaching, especially from an interaction point of view.
19. 2:57Let's take distance learning in particular as a perspective here.
20. 3:01So, in general, when you start to plan teaching where not everyone is present in the same room, it is good to try to understand the overall situation.
21. 3:14In other words, who the participants are, how many students, for example, are attending the teaching event, whether some of the participants are on site or whether they are all remote.
22. 3:29They have a real influence on the kind of technical preparations that have to be made, for example.
23. 3:38It's worth thinking about everything from the point of view of those competency objectives, of course, and anyway, we've talked in these other videos about linear teaching.
24. 3:48In other words, that our competence objectives and the methods we use, learning environment and assessment methods, among other things, form a coherent whole.
25. 4:02Learning is assessed from the perspective of learning their competence objectives.
26. 4:09It is of course important to think about the content and also to plan the time management and the breaks, and it can even be good to instruct the students at the beginning.
27. 4:21So we may have just this described problem of black boxes sometimes, that we do not know what happens behind the boxes,
28. 4:32so in some way it may be good to guide the situation from the beginning so that tells what is required and expected of the participants or students, and what kind of interaction, for example.
29. 4:44And then also periodise it so that it becomes something that activates thinking and preferably something that maintains the state of alertness.
30. 4:56Depending on the situation and depending on the practice, it may be good to agree on the use of the cameras, for example, when it is hoped that the cameras will be open and so on.
31. 5:08If there are both local and remote participants in the teaching situation, it is worth going through the teaching situation in advance from the point of view of the participants in both ways,
32. 5:19and to think about the possible prior arrangements from that perspective as well.
33. 5:25And when you are not physically in the same room, especially when you are not in the same room, it is worth planning and instructing the interaction in advance, so that everyone is aware of the expectations.
34. 5:40Often, if you use distance learning or hybrid education with participatory elements, even with the help of some digital tools, makes, for example, even something like voting or word clouds or some other small activating tasks using digital tools, so often they require some kind of advance preparation.
35. 6:04But good tools for interaction in distance learning are also, for example, these Zoom and Teams and similar functions, for example, that you can raise your hand and ask for the floor, and often they also have chat in use and even reactions can be instructed to use in different situations depending on the teaching context and subject.
36. 6:28Especially if you organise hybrid teaching, you should pay attention to the room technology, i.e. consider the room solutions.
37. 6:37If you teach via Zoom, then it may well be on your own computer, for example, at home or in the office or in a teaching space, but then, of course, if there are also some students, it may be good to consider whether it would be meaningful that the students' image, for example, is also visible to remote participants.
38. 7:02If you organise hybrid teaching, then if it is possible, it might be a good idea to try to get helpers to handle the technology.
39. 7:11I have also heard that some teachers use the students, i.e. involve the students in using these tools and perhaps also on the grounds that in working life, too, these teleconferencing tools are probably also tools for students and also for studying.
40. 7:31Often it is good to anticipate, especially the more we have technology in use, so can happen different and often in teaching always happens something unforeseen, but it may be good, for example, to such major issues, for example, if even Zoom does not work, so could then move to Teams or something similar, so think about some kind of contingency plan.
41. 8:00But the fact that those tens of times happen and everything does not always go as planned, so it is by no means dangerous that those situations are always overcome.
42. 8:11Many higher education institutions have good support services, for example, where you can ask for help, and of course you should also think about them together with your colleagues and discuss good practices and tried and tested solutions.
43. 8:27But it is indeed often worthwhile in distance learning to give instructions at the beginning, even while going through, for example, the competence objectives for the teaching session, and to give instructions on the ways of interaction, so to speak, on what is to be done.
44. 8:44And perhaps also some kind of directional timetable for it as well. And actually, the fact that the interaction in general would be there in distance learning, so one good practice for it can often be that tends to start it almost already in the beginning of the teaching situation.
45. 9:04For example, through one of those activating tasks, where students are asked, for example, to tell or write or vote in some way on something, for example, for example, that what is the previous time I remembered or the previous lecture or teaching session or then, for example, or even tell me why I am in this course or anything like that, that the interaction in a way get going,
46. 9:32because then it's easier to maintain. And it's probably worthwhile to design small activating elements, which don't even have to be anything too amazing, but along the way so that the students' thinking is to be maintained or to activate the students' thinking.
47. 9:56And indeed also when the interaction has been started and it has been maintained, so at the end of the course then you can come up with a nice way to how the interaction situation, the teaching situation then also ends in it and tell about how the course continues or what the students are expected to do for example before the next time.
48. 10:19A lot of different things and, for example, the organization of hybrid teaching, so somehow I would advise perhaps that it is not worth trying to perfectionism in it, perfect performance, because always happens and happens different things, but they will get it to work and corrected during the teaching.
49. 10:42And in general, the fact that students can be offered such opportunities to study flexibly is already very positive.
50. 10:52But then it is also good to bear in mind that some things are such that it may be worthwhile to invest in that interaction in particular.
51. 11:02For example, things that are perceived as difficult or things that seem unmotivated, so they may support the learning of the whole group by being together in the best possible interaction with each other.
52. 11:19Then again, some things may well be such that they could be studied independently or that they do not necessarily require so much interaction.
53. 11:30But these always affect the content of teaching, the subject of teaching, in general, the whole situation and this is context-bound this teaching.
54. 11:43But interaction is indeed good to consciously think about already in the planning phase of teaching.
55. 11:50Well, now we've come to the end of the video again. Let's think again about the scenario we presented at the beginning.
56. 11:59If you were the teacher in charge of this particular course, what changes would you possibly make in the future and what are the things that would be good to consider in the future for distance learning?
57. 12:10Again, please write down your answers in the task template and if you wish, you can use these tips from the literature, if you wish.
58. 12:18Then you can go ahead with the task again.